scholarly journals Delivering quality along with quantity: The challenge of teaching a large and heterogeneous engineering class

2018 ◽  
Vol 46 (4) ◽  
pp. 331-344
Author(s):  
D Chronopoulos
Keyword(s):  
Active Learning ◽  
Large Class ◽  
Mathematical Knowledge ◽  
Positive Impact ◽  
Good Teaching ◽  
Learning Methods ◽  
Teaching Resources ◽  
Academic Background ◽  
Learning Techniques ◽  
Students Satisfaction

The challenges faced by a lecturer teaching large multidisciplinary engineering classes are identified. These are principally related to the size of the class, the extensive mathematical knowledge that is considered as prerequisite, as well as the heterogeneity of the class due to the diversity of students’ academic background and interests. In order to improve students’ engagement and retention in class, active learning techniques are employed and their impact on the performance of the class is captured through a questionnaire designed for this purpose. The statistics demonstrate that good teaching facilities and a well-prepared lecturer do not suffice for maximising students’ satisfaction, attention and retention. In order to engage the students in a large class setting, it is important to involve them in the lecture process. The employed active learning methods comprising quizzes, in class demonstration and muddiest-point cards induce a remarkably positive impact at almost no additional teaching resources.

Feasibility of Team-Based Learning Techniques in a Large Engineering Course

2009 ◽  
Author(s):  
Sung-Hwan Joo
Keyword(s):  
Active Learning ◽  
Large Class ◽  
Learning Methods ◽  
Learning Techniques ◽  
Team Based Learning ◽  
Learning Concept

This paper describes the feasibility of team-based learning techniques in a large engineering course and reviews the team-based learning. First, the problems which instructors are facing when they teach the large class are discussed. Then, several active learning methods are briefly introduced and reviewed. The team-based learning concept will be reviewed and advantages of team-based learning in a large engineering class are discussed at the latter part of the paper.

scholarly journals Insights Into Students’ Experiences and Perceptions of Remote Learning Methods: From the COVID-19 Pandemic to Best Practice for the Future

2021 ◽  
Vol 6 ◽  
Author(s):  
Trang Nguyen ◽  
Camila L. M. Netto ◽  
Jon F. Wilkins ◽  
Pia Bröker ◽  
Elton E. Vargas ◽  
...  
Keyword(s):  
Active Learning ◽  
Online Teaching ◽  
Best Practice ◽  
Qualitative Data ◽  
Online Courses ◽  
Positive Impact ◽  
Learning Methods ◽  
Learning Techniques ◽  
Synchronous Learning ◽  
Remote Learning

This spring, students across the globe transitioned from in-person classes to remote learning as a result of the COVID-19 pandemic. This unprecedented change to undergraduate education saw institutions adopting multiple online teaching modalities and instructional platforms. We sought to understand students’ experiences with and perspectives on those methods of remote instruction in order to inform pedagogical decisions during the current pandemic and in future development of online courses and virtual learning experiences. Our survey gathered quantitative and qualitative data regarding students’ experiences with synchronous and asynchronous methods of remote learning and specific pedagogical techniques associated with each. A total of 4,789 undergraduate participants representing institutions across 95 countries were recruited via Instagram. We find that most students prefer synchronous online classes, and students whose primary mode of remote instruction has been synchronous report being more engaged and motivated. Our qualitative data show that students miss the social aspects of learning on campus, and it is possible that synchronous learning helps to mitigate some feelings of isolation. Students whose synchronous classes include active-learning techniques (which are inherently more social) report significantly higher levels of engagement, motivation, enjoyment, and satisfaction with instruction. Respondents’ recommendations for changes emphasize increased engagement, interaction, and student participation. We conclude that active-learning methods, which are known to increase motivation, engagement, and learning in traditional classrooms, also have a positive impact in the remote-learning environment. Integrating these elements into online courses will improve the student experience.

scholarly journals EBLIP and Active Learning: A Case Study

2013 ◽  
Vol 8 (4) ◽  
pp. 93 ◽  
Author(s):  
Helen Buckley Woods
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Training Session ◽  
Peer Teaching ◽  
Learning Methods ◽  
Suitable Material ◽  
Course Content ◽  
Protected Time ◽  
Learning Techniques

Objective – To determine how librarians use evidence when planning a teaching or training session, what types of evidence they use and what the barriers are to using this evidence. The case study also sought to determine if active learning techniques help overcome the barriers to using evidence in this context. Methods – Five librarians participated in a continuing education course (CEC) which used active learning methods (e.g. peer teaching) and worked with a number of texts which explored different aspects of teaching and learning. Participants reflected on the course content and methods and gave group feedback to the facilitator which was recorded. At the end of the course participants answered a short questionnaire about their use of educational theory and other evidence in their planning work. Results – Findings of this case study confirm the existence of several barriers to evidence based user instruction previously identified from the literature. Amongst the barriers reported were the lack of suitable material pertaining to specific learner groups, material in the wrong format, difficulty in accessing educational research material and a lack of time. Participants gave positive feedback about the usefulness of the active learning methods used in the CEC and the use of peer teaching demonstrated that learning had taken place. Participants worked with significant amounts of theoretical material in a short space of time and discussion and ideas were stimulated. Conclusions – Barriers to engaging with evidence when preparing to teach may be addressed by provision of protected time to explore evidence in an active manner. Implementation would require organisational support, including recognition that working with research evidence is beneficial to practice.

scholarly journals LEARNING SITUATIONS AND ICT SKILLS IN MATHEMATICS IN THE FIRST YEAR OF THE SECONDARY SCHOOL FOR ECONOMICS

2021 ◽  
Vol 18 (1) ◽  
pp. 55-62
Author(s):  
Darinka Žižek
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Everyday Life ◽  
Subject Matter ◽  
Mathematical Knowledge ◽  
First Year ◽  
Learning Methods ◽  
School Year ◽  
Learning Mathematics ◽  
The Subject

This research presents one of many possibilities of how to check and repeat knowledge at the end of the school year and at the same time provide an answer to questions often asked by students who are disinterested in learning mathematics: "Where will we need it?" or "Why do we learn this?" To provide them with an answer and motivate them at the same time, this research focused on actively encouraging students to find the answers themselves and thus find the importance of learning mathematics. With a changed way of repeating and consolidating the material at the end of the school year, the aim of this research is to reduce the fear of mathematics and increase the motivation of students in the following year. Students, divided into groups, choose the topic or examples of the use of mathematical knowledge of the first year of secondary technical and professional education in everyday life, and thus shape the learning situation (LS). The goal of preparing the LS is for students to make sense of the subject matter with examples from everyday life. For the selected LS, they prepare a short story with tasks that they solve by calculation, prepare presentations and also, present the LS to the classmates. During the formation of the LS and the preparation of presentations, students are active (active learning methods: task search, knowledge of the subject matter, interviews, problem solving, use of mathematical applications, teamwork, problem solving…) and cooperate with each other. They are constantly developing more 21st century competencies (self-regulation, collaboration, problem solving) and digital competencies. With the formation of the LS, the world of mathematical knowledge gets a little closer to students, they lose their fear of mathematics and become more motivated. Keywords: learning situations, collaborative work, active learning methods, mathematics in everyday life, deviation from the established

Developing nursing ethical competences online versus in the traditional classroom

2014 ◽  
Vol 22 (3) ◽  
pp. 352-366 ◽  
Author(s):  
Irena Trobec ◽  
Andreja Istenic Starcic
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Active Learning ◽  
Positive Impact ◽  
Traditional Classroom ◽  
Active Engagement ◽  
Learning Methods ◽  
Significant Difference ◽  
Depth Analysis ◽  
Experimental Group

Background: The development of society and science, especially medical science, gives rise to new moral and ethical challenges in healthcare. Research question/objectives/hypothesis: In order to respond to the contemporary challenges that require autonomous decision-making in different work contexts, a pedagogical experiment was conducted to identify the readiness and responsiveness of current organisation of nursing higher education in Slovenia. It compared the successfulness of active learning methods online (experimental group) and in the traditional classroom (control group) and their impact on the ethical competences of nursing students. The hypothesis set in the experiment, hypothesis 1 (the experimental group will be successful and will have good achievements in comprehension and application of ethical principles) was confirmed based on pre-tests and post-tests. The hypothesis tested by the questionnaire, hypothesis 2 (according to the students, the active learning methods online in the experimental group have a positive impact on the development of ethical competences) was confirmed. Research design: The pedagogical experiment was supported by a multiple-case study that enabled the in-depth analysis of the students’ attitudes towards the active learning methods in both settings. Participants and research context: The study included Slovenian first-year nursing students (N = 211) of all the enrolled students (N = 225) at the University of Ljubljana and University of Primorska in the academic year 2010/2011. Ethical considerations: Before the study ethical permission was obtained from the managements of both participating faculties. The students were given all the necessary information of the experiment before the tutorials. Findings: No significant difference was found between the two learning settings and both had a positive impact upon learning. The results of the content analysis show that the students’ active engagement with the active learning methods in the group enables the development of ethical competences and the related communicative competences, interpersonal skills, collaboration and critical thinking. Discussion: Active learning methods in the settings compared, online and the traditional classroom, enabled the development of a higher level of knowledge defined by the ability of critical thinking and reflective response, the core of ethical competences. Students develop ethical competence through active engagement in a group work, role play and discussion, and there is no difference between online or traditional learning settings. Conclusion: In the healthcare, it is crucial for providers to be capable of making autonomous decisions and managing various communication situations and contexts in which the moral attitudes and ethical sensibility are essential.

scholarly journals Growing Tolerance Through Active Learning Methods In Generation Z Students at Elementary School X Surabaya

2021 ◽  
Vol 17 (2) ◽  
pp. 145-160
Author(s):  
Anastasia Paramita ◽  
Suryanto Suryanto
Keyword(s):  
Active Learning ◽  
Primary School ◽  
Structured Interview ◽  
Primary School Students ◽  
School Students ◽  
Learning Methods ◽  
Reflective Process ◽  
Interview Method ◽  
Generation Z ◽  
Learning Techniques

This study illustrates (1) the forms of intolerance that frequently occur between generation Z’s primary school students, (2) factors that lead to the occurrence of intolerance, and (3) the role of school in developing students’ tolerance characteristics through active learning methods in Generation Z of Primary School students. This study uses a qualitative approach with descriptive study case method. Data collection using semi-structured interview method. Data analysis techniques use thematic analysis. The outcome of this study shows that active learning models, especially through collaborative learning activities that are regularly carried out, will increase the frequency of student encounters so that they can get to know their friends' characters better. Besides that, daily reflection writing activity also gave students the opportunity to explore the strengths and weaknesses of daily behavior of themselves, therefore allowing students to have a reflective process to improve their attitudes and behaviors that are less favorable to their friends' environment. Hopefully, all schools can develop and maximize active learning techniques to be able to provide a deeper understanding of tolerance behavior.

Impact of self-regulated learning on academic performance and satisfaction of students in the online environment

2019 ◽  
pp. 345-363 ◽  
Keyword(s):  
Academic Performance ◽  
Goal Setting ◽  
Positive Impact ◽  
Social Dimension ◽  
Online Environment ◽  
Self Regulated Learning ◽  
Five Factors ◽  
Regulated Learning ◽  
Students Satisfaction ◽  
Important Milestone

The concept of self-regulated learning (SRL) hasn’t been researched enough in Bosnia and Herzegovina (B&H) and hence this study represents an important milestone in understanding this concept in this context. The conducted research was initiated with the presupposition that SRL had a positive impact on satisfaction and academic performance of students. In order to prove the goals of the research, two main hypotheses were formulated. The results of the exploratory factor analysis (EFA) have shown that the statements within SRL are grouped into five factors: goal-setting, metacognition, environment structuring, computer self-efficacy and social dimension. Multiple regression analysis proved that 4 of 5 factors have a positive impact on satisfaction and academic performance of students. Only goal-setting yielded no significance on the two aforementioned variables, while remaining four factors showed a significant influence on students’ satisfaction and academic performance.

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